Senate Bill 1440 (Padilla 2010) was created to serve two purposes: to streamline transfer from community colleges to the California State University system and to encourage and help more students to complete associate degrees before transferring. In the first year after SB 1440’s passage, much attention has been focused on aspects of the bill that facilitate or, in the view of some, complicate transfer.
Senate Bill 1440 has the potential to streamline the transfer process through the statewide adoption of portable associate degrees. We have developed these degrees through the Transfer Model Curriculum (TMC) process. Ideally, the TMCs contain coursework that provides students with a foundational understanding of their major as well as what they need to be prepared to study at the upper-division level after transfer to a CSU campus. Students who complete a TMC-aligned degree in their chosen major are awarded an AA-T or AS-T degree.
LDTP, AB 540, SB 1440. Counseling faculty have met each of these transfer reform efforts with a healthy dose of skepticism, and for very good reason. For starters, legislators, not practitioners, hatched these reform ideas. The notion that folks with strong political motivations, who are so far removed from the everyday work of California community college educators, have been responsible for setting the transfer agenda is unsettling at best.
The draft recommendations of the SB 1143 Student Success Task Force (September 30, 2011) cover a wide range of issues, several of them touching on ways to improve the delivery of basic skills instruction. However, the task force recommendations do not address one important aspect of this issue that could have a profound influence on student success: the revision of minimum qualifications for learning assistance coordinators and instructors.
Have you ever been a part time or temporary employee? Did that status affect your capacity in that job? What example is set for students when most of their teachers are conveniently disposable employees?
It’s down. No, it’s up. Then, it’s down again. This pattern describes the recent stock market gyrations, but it also describes the roller coaster ride called the annual California community college budget process. Each year, for a good part of the year, the colleges spend time planning and budgeting around an ever-changing funding amount.
During one of the meetings of the SB 1143 Student Success Task Force, as the task force was engaged in a debate regarding one of the proposed recommendations, one of the members stated directly, “What we are doing here is trying to find ways to get students through faster.” While I do not believe that most of the task force members explicitly shared this view, the remark highlighted a general premise that not only appeared at other points during the task force deliberations but has also become a common assumption in many discussions of education both statewide and throughout the country: Sp
Recently the Academic Senate forwarded to local senates the draft recommendations from the Student Success Task Force. They are also available at http://www.cccco.edu/ChancellorsOffice/TaskForceonStudent-Success/tabid/...
Do you speak ASCCC? Involvement in senate activities at the state level seems to alter one’s speech and thinking. I never realized how strange we can sound until I saw a man’s face as he watched me on the phone while I was having my oil changed. I was probably saying something along the lines of “Are we ready for the DIG? Have you contacted the members of the FDRG? When is that ICC meeting?” Acronyms once were the norm; now numbers seem to be. “Did you read AB 515? Can you believe what happened to SB 292?” And, today, the numbers are most commonly are confronted with are 1143 and 1440.
Fall Session's theme, Managing Conflict by Balancing Principle and Pragmatism, was addressed by three keynote speakers. The first, AAUP staffer marcus harvey, chose to concentrate on the second word in this theme, conflict in and around academia. He questioned what conflict needs to be managed?